Anthropomorphism in Decorative Pictures: Benefit or Harm for Learning?

Autor/inn/en	Schneider, Sascha; Nebel, Steve; Beege, Maik; Rey, Günter Daniel
Titel	Anthropomorphism in Decorative Pictures: Benefit or Harm for Learning?
Quelle	In: Journal of Educational Psychology, 110 (2018) 2, S.218-232 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Sascha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000207
Schlagwörter	Visual Aids; Multimedia Materials; Instructional Materials; College Students; Human Body; Cognitive Tests; Student Motivation; Psychological Patterns; Secondary School Students; Foreign Countries; Multivariate Analysis; Statistical Analysis; Outcomes of Education; Multimedia Instruction; Individualized Instruction; Germany + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Collegestudent; Menschlicher Körper; Kognitiver Fähigkeitstest; Schulische Motivation; Sekundarschüler; Ausland; Multivariate Analyse; Statistische Analyse; Lernleistung; Schulerfolg; Multimediales Lernen; Individualisierender Unterricht; Deutschland
Abstract	When people attribute human characteristics to nonhuman objects they are amenable to anthropomorphism. For example, human faces or the insertion of personalized labels are found to trigger anthropomorphism. Two studies examine the effects of these features when included in decorative pictures in multimedia learning materials. In a first experiment, 81 university students were randomly assigned to 1 cell of a 2 (human faces vs. no faces in pictures) × 2 (personalized vs. nonpersonalized labels of pictures) between-subjects, factorial design. In addition to learning performance, cognitive, motivational, and emotional impacts of anthropomorphism are examined. Results show that both human faces and anthropomorphic labels were able to increase the learning performance on cognitive assessments. However, only human faces were able to influence motivational and emotional ratings significantly. In a second experiment, 108 secondary school students were randomly assigned to 3 groups (anthropomorphized pictures, nonanthropomorphized pictures, and no pictures) in order to evaluate possible advantages of anthropomorphism in decorative pictures in learning materials. Results show again that anthropomorphized pictures are better for learning than nonanthropomorphized pictures and also better than a control group. Results are discussed in the light of a debate on the inclusion or exclusion of decorative pictures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01